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Presenter:
Lesley BurnettDyslexia Action Postgraduate Academic Director
Dyslexia and self-esteemHow to help dyslexic learners develop a positive self image
Dyslexia Guild Summer Conference June 2011
What are we going to cover?
1.What to we mean by self esteem and positive self image?
2. How can we recognise low self esteem in learners who have dyslexia?
3. What helps learners to develop a positive self image?
Dyslexic students and self esteem:How do we research this?
Case studies Autobiographies
Research
Evidence from practitioners
‘There is an urgent need for further research into the connection between developmental learning difficulties of a dyslexic nature and the ways in which these can and do affect a person’s sense of identity, possibly throughout their lives’Burden (2008) p.194
What do we mean by self-esteem?
How do you see yourself?
Self-concept The way a person describes
his or herself
Ideal self How a person would like
to be
Self-esteem A person’s evaluation of how
their ideal self relates to their self concept.
A model of self-concept (Marsh, 1992)
Global self-concept
Academic self-concept
Maths Literacy
Non-academic self-concept
Social Emotional Physical
Source: Riddick (2010, p. 37)
The same study found that their non-academic self-concept was similar to those without dyslexia.
89% of dyslexic learners in a study by Zeleka (2004) had a poor academic self-concept
The effects of a poor Academic Self-Concept
Literacy failure
Resulting in a lack of:
Learner recogniseshis limitations
Confidence to succeed
Self-esteem Motivation
How can we recognise low self-esteem in learners who have
dyslexia?
I can do this!
I can’t do this!
Self efficacy(Bandura, 1997)
Confidence in approaching andcompleting tasks
pjstar.mycapture.com
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Learned helplessness Seligman (2006)
I can’t be bothered.
I don’t want to try.I will fail.
The learner is placed in a negative situation.She feels she has no control and
that there is no escape.
When placed in a more positive situation,
the apathy remains.
This is‘learned helplessness’
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Attribution theory/styleWeiner (1974)
psychologytoday.com
The teachermade me rush
I can’tdo it becauseI’m no goodat reading
No oneunderstandshow I feel
It’s allmy fault
The reasons a learner givesfor success or failure
Motivation: ‘What’s in it for me?
When deciding whether to commit to a task, internal factors come into play:
(Burden 2008)
Attitude: What’s in it for me? Is this task valuable?
Self-concept: Am I good enough to do this?
Agency: Do I have the skillsto do this?
Self-concept has a direct effect on attainment(and vice versa) and motivation is central to this.
Responses to stress
Possible sources of stress in school:-
Literacy failureToo much pressure
Being asked to read aloudBeing seen as different low self-esteem
further failure
anxietywithdrawal, behavioural difficulties
Poor motivation
stress
Tiredness
How to help: Key factors
frank.itlab.us
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‘While feelings of frustration and anxiety are not the causes of dyslexia, they can exacerbate its effects and result in low self-esteem and disaffection. Overcoming these adverse emotional consequences depends on building strong individual resilience and coping strategies, and school and family support for learners experiencing dyslexic difficulties’
Rose Review (2009) P. 122
Protective factors (1)
• Parental support• Supportive non-
dyslexic friends• Friends or role
models with similar difficulties
• Teacher or adult who believes in the child
geograph.org.uk
Significant others
Parents
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Teachers
Peer group
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The support of significant others is crucial in giving dyslexic learners a positive self-concept.(Lawrence, 2006)
Friends withsimilar difficulties
Parents/carers
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Parents/carers knowand understand child best
Can act as advocates forthe child in partnership with school
Help childrendevelop strengthsthrough activitiesout of school
Supportive rolein helping child cope with learning failure
Research by Riddick 2010
Most significantothers in early years
The role of peers
Peers become the most significant others in a child’s life as they get older.Burnett + McCrindle (1999)
At the age of about 8children start to compare themselves with others.Gurney (1988)
Peer emotionalsupport is verypowerful.Cowie and Wallace (2000)
Peer tutoring:helps to stop dyslexic child appearing‘different’.Humphrey (2003)
The role of the teacher
Genuineness
Empathy
Acceptance
(Lawrence 1996)based on the work of Carl Rogers (1951)
flickr.comThink about:
How the languageyou use affects
those youteach.
Think about:
“You tried hard but your handwriting could
have been neater.”
“Great ideas here, even though
your spelling let you down.”
Giving learners a ‘voice’
• This means that learners should be given the opportunity to express their views.
• These views should be listened to and respected.
• Talking about their learning can help to raise awareness of strengths and effective learning strategies.
• Research suggests this is of benefit to pupils in raising self-esteem (Lawrence, 2006)
Resources are available to help teachers to elicit the views of pupils:
MALS by R. Burden(Myself-As-A-Learner-Scale)
Pupil Voice: Listen to Me materials (Widgit)
Target: Self esteem by Jenny Foster (Helen Arkell Dyslexia Centre)
Protective factors (2)
• Early identification• Effective early
reading intervention• Positive primary
school experiences• Positive secondary
school experiences• Good academic
achievement
Early identification
How?
• Observation and monitoring at Wave 1, especially in the Early Years
• Teachers trained in recognising signs that might put child at risk of dyslexia
• Teachers able to access and use effective reading interventions
‘It is generally agreed that the earlier dyslexic difficulties are identified, the better are the chances of putting children on the road to success.’
Rose review (2009) P. 42
Positive school experiences
Grouping according to interest ratherthan ability
Praising work for effort and content
rather than accuracy
Promoting peersupport
School ethos thatcelebrates all strengths, notjust those that are academic
Supportive andunderstanding
teachers
‘No failure, only feedback’(Neil Mackay)
Good academic achievement
‘… it is in the knowledge of the short and long-term outcomesof self-esteem that we, as educationalists, are presented with our greatest challenge: to teach our children not only to succeed, but also to value themselves.’
Humphrey (2003) p.135
ReferencesBurden, R. (2008) ‘Is dyslexia necessarily associated with feelings of self-
worth? A review and implications for further research’. Dyslexia, 14, 188 -96Burden, R. (2005) Dyslexia and Self-Concept. London: WhurrHumphrey, N. (2003) ‘Facilitating a positive sense of self in pupils with dyslexia:
the role of teachers and peers’. Support for Learning, 18 (3), 129 -36Lawrence, D. (2006) Enhancing Self Esteem in the Classroom (3rd edn).
London: Paul Chapman Mackay, N. (2006) Removing Dyslexia as a Barrier to Achievement. Leeds:
SEN MarketingMiles, T.R. (2004) Dyslexia and Stress. London: WhurrRiddick, B. (2010) Living with Dyslexia. (2nd edn.)Abingdon: Routledge.Rose, J. (2009) Identifying and Teaching Children and Young People with
Dyslexia and Literacy Difficulties. Nottingham: DCSFZeleka, S. (2004) ‘Self-concepts of students with learning disabilities and their
normally achieving peers: A review. European Journal of Special Needs Education, 19, 145 -170